Browsing by Author "Guckert, Mary"
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Item Special Educator’s Perceptions of their Use of Evidence-Based Practices(2010-10-29) Guckert, Mary; Guckert, Mary; Mastropieri, Margo A.Current federal regulations require the use of evidence-based practices to meet the diverse needs of students in the special education classroom. Evidence-based practices are proven to help students with special needs experience academic success. Recent studies reveal the research-to-practice gap still exists. This qualitative research study examined practicing special education teachers’ perceptions and use of evidence-based practices. Ten special education teachers were interviewed to explore this phenomenon. Major themes emerged from the analysis of the data sources that revealed all teachers believed that they were using evidence-bases practices; however, awareness levels varied and affected their personalization of research. Awareness levels of credible evidence-based practices ranged from high, medium and low. Sources of evidence are varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.Item Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings(2013) Guckert, Mary; Guckert, Mary; Mastropieri, Margo A.Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students with disabilities are served in inclusive classrooms, there is a growing concern that students with special needs are at an increased risk of online bullying harassment. Enhancing responsible bystander behavior can be an effective factor in combating cyberbullying. This qualitative case study examined bystander perceptions of cyberbullying of 11 students with and without disabilities and 9 general and special educators from 14 different schools located on the Eastern seaboard. Specifically, a case study analysis including interviews, artifacts, and member checks was completed using a grounded theory and constant comparative method of analysis. Four key themes related to cyberbullying were identified: (a) conditions facilitate cyberbullying among students with and without disabilities in inclusive settings, (b) awareness of cyberbullying influences perceptions, (c) key factors influence bystander perceptions and reactions, and (d) adolescent bystanders react as active interveners, passive witnesses, and bystander bullies, while teachers are proactive or reactive. Implications for research, policy, schools, and teachers are discussed. Limitations and suggestions for future research are also presented.